Ī 2016 Education Equality Index from Education Cities recognized the work done by three KIPP LA schools to close the achievement gap. The same award was given in 2016 to KIPP Los Angeles College Prep. In 2015, KIPP Raíces Academy School was named a National Blue Ribbon School by the US Department of Education. Marcia Aaron is KIPP SoCal's CEO and founder. KIPP LA united with KIPP San Diego in July 2019 to form KIPP SoCal. Īccording to an article in LA School Report, the district "serves 5,750 students, 90 percent of them low income, 74 percent are Latinos, 24 percent are English learners, and 11 percent receive special education services." KIPP LA, serving the Los Angeles metropolitan area, was founded in 2003 with two middle schools and now consists of 15 schools. KIPP SoCal ("SoCal" means Southern California) is a charter school operator associated with KIPP ( Knowledge Is Power Program). ( May 2018) ( Learn how and when to remove this template message) Please help improve it by replacing them with more appropriate citations to reliable, independent, third-party sources.
Designed to increase collaboration and critical dialogue between families and educators, CRPBIS offers the possibility of contextually fit and sustainable local implementations of PBIS to address disproportionality and improve social and behavioral outcomes for all students.This article may rely excessively on sources too closely associated with the subject, potentially preventing the article from being verifiable and neutral. CRPBIS aims to increase equity within the local adaptation of PBIS by opening up decision-making and problem solving processes with a critical collaboration of local stakeholders -educators, educational leaders, families, community members- and a researcher team. We studied the implementation of a systemic transformation methodology, Culturally Responsive Positive Behavioral Interventions and Supports (CRPBIS) Learning Lab, to address the disproportionate representation of students from non-dominant background in the identification of behavioral disorders and in office discipline referrals. The enduring existence of disproportionate representation of students from non-dominant cultural and linguistic background in special education programs creates a systemic contradiction for educators, educational leaders, and families. The authors illustrate how cultural historical concepts of learning and development and situated practice become the means for university students to gain distance and reflect on the beliefs and practices that have informed their understandings of teaching and to " rise to the concrete " practices of learning jointly and resonantly. The authors examine one long-standing social design experiment, the UCLA UC Links/Las Redes partnership and the work of one exemplary novice teacher to illustrate the importance of mediated, reflective practices in helping apprentice teachers develop a coherent and orienting framework for teaching and learning that has both heuristic and explanatory power. Social design experiments-cultural historical formations designed to promote transformative learning for adults and children-are organized around expansive notions of learning and mediated praxis and provide new tools and practices for envisioning new pedagogical arrangements, especially for students from nondominant communities. This article examines a praxis model of teacher education and advances a new method for engaging novice teachers in reflective practice and robust teacher learning.
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